It is important that gifted science students be identified early and curricula designed to meet their special needs. Both parents and teachers should participate in nurturing their development. Special attention must be given to talented female students. (RLV)

Discusses the application of computer-assisted learning methods to the interpretation of infrared, nuclear magnetic resonance, and mass spectra; and outlines extensions into the area of integrated spectroscopy. (Author/CMV)

Described are: a banking token economy to increase math skills of learning-disabled and emotionally disturbed boys (11 to 14 years old); task analysis approach to individualizing instruction for mainstreamed learning-disabled students; language and reading instruction for mainstreamed deaf and hearing-impaired students; and a music program for…

Examines a variety of teaching practices in several types of specialty schools that have an instructional emphasis and investigates the attitudes of teachers in those schools. A total of 117 teachers from grades K-6 in eight elementary schools participated in this study. (MP)

Low grades and papers overrun with corrections can discourage children from learning to write. Assuming children who write a great deal can become good writers, this article provides alternatives to grading: individual, weekly conferences; editing by peers; and use of an overhead projector. Praise and comments are considered a must. (DS)

Ten models are proposed for predicting a student's final grade placement in a computer-assisted instruction curriculum from the time the student spends taking lessons. Two of the simplest models, using only the most recent point and parameters estimated for the whole group, are best at prediction. (Author/RD)

Describes the role of the media specialist in the implementation of an important segment of Public Law 94-142 which requires parent and teacher interaction in planning programs of education for handicapped children. (Author)

Provides a guide for setting up learning centers in easily handled stages. Discusses six stages in the development of individualized instruction through the use of learning centers and offers specific guidelines for using this technique for facilitating instruction. (FL)

Describes how an astronomy course, designed for nonscience students, was structured, taught, and graded, pointing to specific changes made with respect to the individualizing aspect of the procedure. (GA)

Describes the structure of a physics course organized into independent-learning modules and designed to make use of the facilities of a Computer Assisted Management of Learning (CAMOL) package. (GA)

A plan for a demonstration school is outlined. The design calls for a reallocation of capital and labor resulting in the heavy use of instructional technology and differentiated staffing. Comparisons with traditional schooling show the model to be potentially more cost-effective. (BD)

Discusses various interpretations of how to individualize education and presents an outline summarizing the essential elements in individualized learning. (RK)

Describes the Kentucky model Competency Based Vocational Education program for the occupational area of tractor mechanics, and its implementation. (HD)

Describes a study undertaken by the author to establish a procedure through which typewriting students could be assigned individual goals for improving their speed or accuracy rates. (HD)

This article recommends the use of individual student projects in community college foreign language classes to capture attention and foster communication. The technique is described, concrete examples provided and suggestions given for adaptation to secondary school or university classes. (CHK)